Faculty of Education Lesson
Plan Template
Subject / Course: Language Arts
Grade Level: Grade 6
Topic: Media Literacy
AT Name: Mrs. Janette Hughes
TC Name: Kristina Pielow and Fatema Abbas
Date: Wednesday November 12th, 2008
Time of Class: 9 am – 10 am
Room # / Location: 213
1. Instructional Expectations and Opportunities
a) Expectations:
1.
2.
3.
4.
Explain how a variety of media texts address their intended purpose and audience.
Interpret media texts, using overt and implied messages as evidence for their interpretations.
Explain why different audiences might have different responses to media texts.
Identify the conventions and techniques used in some familiar media forms and explain how they help convey
meaning and influence or engage the audience.
b) Opportunities:
** this lesson is designed in the time constraints of a one hour lesson, however depending on the quality and length of
discussions this lesson will be done over two lessons. Taking this into consideration, have the students at least starting
their posters before the end of lesson one. The reflection component of the lesson will be done once all of the groups
have presented their advertisements.
-
Critical thinking
Group work (think, pair, share)
Co-operation with group members
Communication
Creativity in the designing of posters
Associate/Advisor Comments:
1.
Preassessment and Accommodations/Modifications
a) Students
Preassessment:
Accommodation/Modification:
Students have had previous experience identifying the
purpose and audience for a variety of media texts.
Preassessement will be observed during the hook to get
an idea of where the students are in terms of recognizing
social issues within the media.
Academic Needs:
UOIT Faculty of Education - (Kristina Pielow) Lesson Plan
Page 1
Behavioural/Social/Emotional Needs: SD and H not
to sit beside each other, they have a tendency to be
disruptive during a lesson when beside one another.
-
When doing group work, keep SN and SD in
separate groups.
-
Offer multiple ways of presenting their ideas.
Take note of the leaders of the class: SN and SD
Physical Needs:
Diversity Needs: Need to meet the needs of the
diverse learning styles of the students.
b) Learning Environment:
-
Students will be put into groups of 4 or 5 and will arrange their desks so they are sitting all together.
Ensure all students have a good view of the projector to see the video.
Have all writing material and paper distributed on the tables before the lesson begins.
Associate/Advisor Comments:
2.
Required Resources




Trailer and first scene for High School Musical 3
Paper for brainstorming
Larger sheets of paper for posters
Markers
Content and Teaching Strategies of Lesson
a) Overview/Agenda/Review
3.
1.
2.
3.
4.
5.
Hook
Brainstorming (watch first scene of movie)
Create poster
Consolidation: Presentations
Reflection write up and home assignment
UOIT Faculty of Education - (Kristina Pielow) Lesson Plan
Page 2
b) Subject Content and Teaching Strategies
SUBJECT CONTENT:
I.
Content Name
Think, Pair,
Share
II.
Content Details
Students pairing up to share thoughts on what the media message means to them.
Modeled /
Shared
Lesson
A high level of teacher support is required at this stage of media literacy. Engage the
learners and model/demonstrate the teaching focus.
Critical
thinking:
Interrogating multiple viewpoints of students (thinking and discussing different perspective of
texts and situation and characters in a text or as a matter of fact in movies.
Body Image
Students will analyze the characters in the movie and reflect upon whether or not these
characters are a realistic image for a young audience to admire.
5 Key
Components
of Media
These keys area are addressed through guided questions to get the students to think
critically about the movie. This lesson will promote the students to suggest how and why this
movie is such an influence on society.
INTRODUCTION (motivational start, minds-on, hook, etc.)
Item
Description
Hook

Watch Trailer
for High School
Musical



Timing
Play the trailer for High School Musical 3 without any guidance of
what the students should be looking for.
Have the students do a think, pair, share on their initial thoughts of
the movie:
“What did you like/dislike about the trailer of the movie?”
“ If you have not seen this movie yet, what do you think this
movie might be about?” – what clues in the trailer give insight as to
what the movie is about.
Play the trailer once again, this time asks the students what they think
the “Big Idea” of the movie would be. What is the trailer wanting you
to know, what is it doing to get you to want to see/watch the movie?
Do another think, pair, share regarding the message that the trailer is
portraying. “Are the students in this movie a reflection of who we
are?” What do the boys think? What do the girls think? Why?
UOIT Faculty of Education - (Kristina Pielow) Lesson Plan
Page 3
9 - 9:15 am
III. INSTRUCTION AND APPLICATION
Item
In class group
activity
(Brainstorming)
Description
Timing

Have the students now watch the first scene of the movie where all of
the characters are introduced.
Are these characters a realistic portrayal of reality? (key component of
media literacy)
What values, lifestyles and points of view get embedded? (key
component of media literacy)
Have the students brainstorm in a group on how they think a movie like
High School Musical should be advertised to young audiences.
What characteristics of the characters target social issues? (body
image, socioeconomic status, etc.)
As the students are brainstorming, walk around and observe what kind
of ideas the students are coming up with. If you notice any students
having difficulty, refer to questions that will getting them thinking on the
right track
9:25 –
9:35
Students need to come up with an advertisement on how they would
promote the movie based what they feel would be the most important
components of the movie. Should the movie be advertised based on
the “glitz and glam” or should it promote the friendships and conflicts
that arise in the movie?
9:35 –
9:45





In class group
activity
(eg. poster)

CONSOLIDATION
IV.
Item
Presentation/
Discussion
Description



Timing
Each group will have 2 to 3 minutes to present their poster.
Follow up assignment/reflection: Have the students reflect and write
about how they thought of the movie/trailer before and after the
discussion.
Have the students look for various media components at home that
deal with some of the same issues that have been presented in the
lesson. The media components may include magazines,
commercials, tv shows, websites, etc.
UOIT Faculty of Education - (Kristina Pielow) Lesson Plan
Page 4
9:45 –
10:00
UOIT Faculty of Education - (Kristina Pielow) Lesson Plan
Page 5